Language‐Learning Strategies in Monolingual and Multilingual Adults*

Nayak, Nandini; Hansen, Nina; Krueger, Nancy; McLaughlin, Barry

doi:10.1111/j.1467-1770.1990.tb01334.x

Cited by 108 publications

(122 citation statements)

References 13 publications

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“…However, whether this suggests that aptitude itself is trainable or whether it is test performance that is affected remains an open question and one that would be difficult to empirically address. Nayak, Hansen, Krueger and McLaughlin (1990) suggest that multilingual learners are more adept at using strategies in taking the tests rather than being more successful overall, and this may be the case with our participants as well.…”

Section: Research Question 2: L2 Statusmentioning

confidence: 81%

Examining the LLAMA aptitude tests

Rogers

Meara

Barnett-Legh

et al. 2017

Journal of the European Second Language Association

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This study assesses the reliability 1 of the LLAMA aptitude tests (Meara, 2005). The LLAMA tests were designed as shorter, free, language-neutral tests loosely based on the MLAT tests (Carroll & Sapon, 1959). They contain four sub-components: vocabulary acquisition, sound recognition, sound-symbol correspondence and grammatical inferencing. Granena (2013) and Rogers et al. (2016) provided initial results regarding factors which might influence LLAMA test scores. This paper develops this previous work by examining some of issues raised with a larger cohort and focuses on the following research questions. Data were collected from 240 participants aged 10-75 for RQ1-3. We found no significant differences in terms of language background (RQ1) but instructed second language learners significantly outperformed monolinguals (RQ2). For RQ3 we found that the younger groups were outperformed by all the other groups.For RQ4, we investigated how much variance in LLAMA test results six individual background factors could explain. We combined data from Rogers et al. (2016) and this study giving 404 participants in total. Using a multiple regression analysis, we found that prior L2 instruction predicted more of the variance (6%) than any other factor. We suggest that when using the LLAMA tests, researchers should consider controlling for language learning experience.This study scrutinises the components of the LLAMA tests with a large set of data. We conclude that the results are robust across a range of individual differences but suggest that different norms may be needed for younger age groups and those who have received prior L2 instruction.

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Section: Research Question 2: L2 Statusmentioning

confidence: 81%

Examining the LLAMA aptitude tests

Rogers

Meara

Barnett-Legh

et al. 2017

Journal of the European Second Language Association

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show abstract

“…Contrary results of researches on the benefits and drawbacks of bilinguality encouraged some researches (Barik & Swain, 1978;Lambert & Tucker, 1972;Nayak et al, 1990;Magiste, 1984) to conduct researches with more controlled variables. Barik and Swain (1978), and Lambert and Tucker (1972) had conducted experiments in which sex and age were considered as control variables.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Bilinguality on L3 Breadth of Vocabulary Knowledge and Word Reading Skill

Kassaian¹,

Esmae’li²

2011

TPLS

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Abstract-The present study aims at comparing the performance of bilingual EFL students with monolingual EFL students on vocabulary knowledge test and word reading skill test. 30 Armenian-Persian bilinguals and 30 Persian monolinguals participated in this study. The participants were homogeneous in terms of sex (they were all female), nationality (they were all Iranian), age (17-18 years old), and level of instruction (lower intermediate). Nation's Vocabulary Levels Test was used to measure the breadth of vocabulary knowledge and the Burt Word Reading Test was used in order to measure the participants' word reading skill. The results of the data analyses showed that bilinguality is highly correlated with breadth of vocabulary knowledge and reading skill. In other words, bilingual participants have larger size of vocabulary knowledge and they enjoy better word reading skill. The results are interpreted to have implications for EFL methodologists and syllabus designers.Index Terms-bilinguals, monolinguals, breadth of vocabulary knowledge, word reading skill, learning

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“…Nation and McLaughlin 1986;Nayak et al 1990) evidenced the positive transfer of learning strategies insofar as expert learners outperformed their less experienced counterparts. Later, Kemp (2001) found that the performance of multilingual learners on grammaticality tests depended on the number of languages they knew.…”

Section: Multilingual Strategy Use and Developmentmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Language‐Learning Strategies in Monolingual and Multilingual Adults*

Cited by 108 publications

References 13 publications

Examining the LLAMA aptitude tests

Examining the LLAMA aptitude tests

The Effect of Bilinguality on L3 Breadth of Vocabulary Knowledge and Word Reading Skill

Metacognition in Language Learning and Teaching

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